Search results for: Hadar Linor L.
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Personal Professional Trajectories of Novice and Experienced Teacher Educators in a Professional Development Community
Experience in the workforce influences teacher educators’ responses to professional development efforts for adapting new practices. This study examines trajectories of novices and experienced teacher educators in a three-year longitudinal professional development community focused on infusing thinking into college teaching in an Israeli teachers' college. A four-stage trajectory model for development was used to track changes in practice among the teacher educators. The authors’ analysis identified three distinct patterns of professional development among teacher educators: one characterizing novice teacher educators and two distinct patterns for the experienced group.
Updated: May. 22, 2016